teach reading quickly and easily - four roles - ssp 2014
DESCRIPTION
The more I read documents, and listen to people talking about the teaching of reading the more I realise that many issues could be overcome if we just start using different terminology. Why not talk about 'Learning to Code' as an initial phase, that is essential if children are to move towards 'Becoming a Better Reader' ie exploring more complex text, with a focus on comprehension/ critical thinking. So they start school Learning to Code, many leave Prep becoming better readers, but ALL enter Year 2 able to pick up anything and read it aloud with fluency. The comprehension will depend on the vocab, and their ability to critically analyse the text. We want children to be able to read- to be 'readers'. This means that they can make sense of the text they are reading. So they also need to have vocabulary knowledge, even if they can code everything. We see that when 'Burt Testing' 7 year olds. They can code it, but don't know half the words. So in a piece of text they may not be able to make sense of it, unless they can work out the likely meaning through context. We know that the essentials are phonemic awareness, phonics, fluency, vocabulary knowledge and comprehension. What many do not realise is that we can't lump them all together and hope it is a fit for every student. I tend to think- in general terms- as the process being: - Phonemic awareness - Phonemic awareness WITH phonics - Fluency of the text at their Code Level - Comprehension of the text at their Code Level - Comprehension of text read orally, which means vocabulary knowledge of that text. For it all to come together you need a clear way of moving them through the Code Levels, so that they know enough of the code to tackle pretty much any text. This is when your - Literacy Teaching comes into play. You can move them through the stages using SSP within less than 4 terms- ie when you start your Literacy Teaching. THAT is when you get out the Cars and Stars program if you want one for Comprehension etc- ie at the beginning of Year 2 -when ALL can code, and are now reading independently (chapter books - r whatever they want) - and are ready to be really stretched, to investigate different genres, to explore more complex vocab. So use SSP as your Coding program, in Prep and Year 1 - and as an RTI for older kids. This doc shows the skills and concepts required, to move from Learning to Code, to Becoming a Reader.TRANSCRIPT
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The Primary National Strategy acknowledged the value of addressing decoding and comprehension separately in the initial stage of reading instruction in 2006. Why is Australia choosing to be different?� . “ … attention should be focused on decoding words �rather than the use of unreliable strategies such �as looking at the illustrations, rereading the sentence, �saying the first sound or guessing what might ‘fit’. ��Although these strategies might result in intelligent �guesses, none of them is sufficiently reliable and �they can hinder the acquisition and application �of phonic knowledge and skills, prolonging the �word recognition process and lessening �children’s overall understanding. ��Children who routinely adopt alternative cues �for reading unknown words, instead of learning to �decode them, later find themselves stranded when �texts become more demanding and meanings less �predictable. �(Primary National Strategy, 2006b, p.9).”
There is a sequence that is essential, to prevent even one child from struggling to learn to Code, and to ‘reader’ not shown clearly above. �
Every day children have access to books, listen to stories, sing, rhyme, imagine, talk.....but this is the specific route to Coding.Phonemic Awareness - (preparation for coding)��Ability to confidently use Duck Hands, to split spoken words into speech �sounds, and then say the sounds as they draw a line for each. �Understanding of which sound ‘sits’ on each, and to ‘follow the s�sounds, say the word’..ie oral decoding and encoding.��Introduction to the concept of speech sounds represented on paper ie �text is talking on paper.�Focus on initial group of 6 phonemes (speech sound pics) with which students can decode and encode.�Skills developed during preparation for coding extended to coding.�Letter formation�Code Recognition�Follow the Sounds, Say the Word (decoding) for Green Code Level words�As above, within whole sentences.�Decoding skills reinforced within real books- Coded Readers.�SSP Spelling Strategy (encoding)�Decoding and Encoding of Sight Words - Duck Levels 1 (and 2 if capable)�Introduction to the concept that these are 6 pictures of the speech sounds, �but there are lots - Spelling Clouds.��Introduction to a new set of sound pics, and concepts needed for effective coding:�2 of the same letter can represent one speech sound ll ss ff gg tt ff�Speech sounds can be represented by more than one letter le ll gg ss tt ff ck�Sound pics can represent more than one speech sound c cat cent g giant giggle�Speech sounds can be represented by more than one sound pic l ll le / s c ss / �Letter formation continued.�Code Recognition�Follow the sounds, Say the word for Purple Code Level words�As above, within whole sentences/�Decoding skills reinforced within real books- Coded Readers�- Speedy Decoding in Pairs, Independent Coding. �SSP Spelling Strategy (encoding)�Decoding and Encoding of Sight Words (Duck Levels)� More extensive exploratory work using the Spelling Clouds- not just �words coded using these 24 sound pics- and through Pot Luck reading. ���Introduction to a new set of sound pics, and concepts needed for effective coding:�Continuing the concept that 2 of the same letter can represent one speech sound zz oo ee�Continuing the concept that speech sounds can be represented by more than one letter - 4 letters - eigh�Continuing the concept that sound pics can represent more than one speech sound y yell happy fly th this thumb oo look moon eight eight height�The same speech sound can be represented by more than one �sound pic ee green y happy ai rain eigh eight y fly igh high�When some sound pics sit together they represent a�completely different speech sound ch sh th oa ai ng�Some sound pics represent 2 speech sounds qu (k/w) x (k/s)�Letter formation continued - confidently forming all 26.�Code Recognition�Follow the sounds, Say the word for Yellow Code Level words�As above, within whole sentences.�Decoding skills reinforced within real books- Coded Readers�(Start Fitzroy Readers) - exploring vocabularly.�Students becoming more fluent, using more of the code.�Proactively include teacher led questions to check literal and lateral thinking/ comprehension.�SSP Spelling Strategy (encoding)�Decoding and Encoding of Sight Words (Duck Levels) More extensive exploratory work using the Spelling Clouds- using their own keyring. not just words coded using these 42 sound � pics- and within Pot Luck Books. � Use of SSP Spelling iano app for ipads� - transfer to deocding work.�����Students can now start working through PM Readers if you use these. Introduction to a new set of sound pics, and concepts needed for effective coding:��Continuing the concept that speech sounds can be represented by more than one letter �Continuing the concept that sound pics can represent more than one speech sound ow ou ie ey are ear ea ew�The same speech sounds can be represented by more than one sound pic �Continuing the concept that when some sound pics sit together they represent a completely different speech sound �Formal Introduction of Sound Pic Sandwiches. �Code Recognition�Follow the sounds, Say the word for Bluee Code Level words�As above, within whole sentences.�Decoding skills reinforced within real books- Coded Readers - now�able to independently read much more of their Pot Luck Books�(Carry on with Fitzroy Readers - increased vocab - wider range coded)�Students becoming more fluent, using more of the code.�Proactively include teacher led questions to check literal and lateral �thinking/ comprehension.�SSP Spelling Strategy (encoding) Use Probe Testing (or similar)�to check Coding and Comprehension. Can use PM Benchmarking.�Start Cars and Stars as they move through ths level.�Decoding and Encoding of all 440 Sight Words (7 Duck Levels) More extensive exploratory work using the Spelling Clouds- using their own keyring. Not just words coded using these 90 sound pics- and within Pot Luck Books. Use of SSP Spelling iano app for ipads - transfer to deocding work.� Next Stage - Clever Clouds. By now the students can read and spell anything! Now focus on literacy teaching.�All of this happens before Year 2 for every student. Generally takes around 4 terms to get every child here.
SSPReaders.com Use SSP for less than $200 per class.
When they can Code, they can take on the ‘four roles’ to construct meaning from any text. Teachers are able to focus on literacy teaching as no longer in the learning to code stage.
It might be best to visualize the four families as inclusive, with each being necessary but not sufficient for the achievement of the others. While learning to read focus on Coding, but constantly refer to the other roles and ESPECIALLY focus on developing vocab knowledge.
Four Roles/Resources of the Successful Reader (Luke Freebody) Roles/Resources What successful readers know and do Code breaker decoding the codes and conventions of written, spoken and visual text Understand • the relationship between spoken sounds and written symbols • the grammar of texts • the structural conventions of texts Text user understanding the purposes of different written, spoken and visual texts for different cultural and social functions Know that • different types of texts have different purposes • these purposes shape the way texts are structured and formed Apply this knowledge in using (eg comprehending, creating, transforming) text Text participant comprehending written, spoken and visual texts Make meaning by drawing on • own experiences and prior knowledge • knowledge of similar texts Text analyst understanding how texts position readers, viewers and listeners Is aware and can identify how • texts are not ideologically natural or neutral but are crafted to represent the views and interests of the writer • information, ideas and language in texts influence reader perceptions • texts empower or disempower certain groups